Academic Skills Problems Fifth Edition Workbook

Description

Updated in conjunction with Academic Skills Problems, Fifth Edition, the companion workbook contains reproducible forms discussed in the text as well as additional useful materials for direct assessment, intervention planning, and data-based decision making. The workbook is geared to service delivery in a multi-tiered system of support (MTSS). It features step-by-step instructions for using each form along with exercises for practicing assessment processes and procedures. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible tools.
New to This Edition
*Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach.
*More concise and accessible throughout.
*Features a new streamlined version of the Behavior Observation of Students in Schools (BOSS), in addition to the original version.
See also the authoritative text on direct assessment and intervention, Academic Skills Problems, Fifth Edition. "In the fifth edition, Clemens has updated and enhanced Shapiro’s foundational text and companion workbook with extensive new information based on contemporary research and practice. Using the keystone model of academic skills as an overarching framework, the fifth edition provides practical guidance about research-based assessment and intervention procedures; equally important, it offers caveats about popular but largely ineffective tactics. This book will continue to be a fundamental text in school psychology training programs as well as a go-to resource for practitioners who work in multi-tiered systems of support. It really operationalizes how school psychologists should function. The fifth edition of the workbook again offers useful reproducible forms and detailed procedures that support work in an instructional environment context."–Joseph F. Kovaleski, DEd, Professor Emeritus of Educational and School Psychology, Indiana University of Pennsylvania
"Like prior editions, the fifth edition of Academic Skills Problems is a 'must' for any educator’s toolbox. Together, the text and workbook serve as an easy reference and support, with clearly organized topics treated in a thorough manner. The updated fifth edition is an apt tribute to the lifetime work of an incredible scholar, teacher, and mentor."–John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst
"Prior editions have been staple texts in psychoeducational assessment and intervention courses. The fifth edition of the text and workbook, updating Shapiro's foundational framework, are more inclusive of different types of assessments and offer critical considerations for implementation within response-to-intervention models. Clemens expands on the theoretical bases of academic skills to help professionals gain a deeper understanding of the assessments and interventions they are using. Graduate students, practitioners, and faculty in school psychology and special education all will benefit from using the fifth edition to inform their work."–Ethan R. Van Norman, PhD, School Psychology Program, Lehigh University
"Academic Skills Problems is the preeminent text for examining and understanding academic skills from a behavioral perspective. The Workbook expands on the steps presented in the textbook, offering detailed descriptions, scoring examples, practice opportunities, and reproducible materials for use in training and practice. It offers practical, step-by-step instructions for implementation of Shapiro's model. The fifth edition includes expanded content on MTSS implementation and data analysis, which will support efforts to scale systems-level supports for academic skills. I particularly value the exercises on data-based decision making at both the individual and group levels. Together, the Workbook and its companion text are the primary books I rely on for our doctoral-level Academic Skills Assessment course."–Milena A. Keller-Margulis, PhD, School Psychology Doctoral Program, University of Houston Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was the author or coauthor of numerous books and other publications, and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro’s contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.
 
Nathan H. Clemens, PhD, is Associate Professor in the Department of Special Education and Dean’s Distinguished Faculty Fellow at The University of Texas at Austin. He is a member of the Board of Directors of the Meadows Center for Preventing Educational Risk. Dr. Clemens’s research is focused on intervention and assessment for students with learning difficulties, with an emphasis on word reading difficulties among students in early elementary grades and reading comprehension difficulties for students in secondary grades. He has published over 50 peer-reviewed journal articles and chapters in edited books and is a recipient of the Outstanding Dissertation Award and the Lightner Witmer Award for Early Career Scholarship from the Division of School Psychology of the American Psychological Association.
  School psychologists, K–12 school administrators, special educators, and classroom teachers; graduate students and researchers in these fields. Together with Academic Skills Problems, Fifth Edition, will serve as a text in graduate-level courses on academic assessment and intervention. 
  Introduction
Step 1: Assessing the Academic Environment
– Teacher Interview
– Student Interview
– Direct Observation: Manual for the Behavioral Observation of Students in Schools (BOSS)
– Direct Observation: Behavioral Observation of Students in Schools–Modified (BOSS-M)
Step 2: Assessing Instructional Placement
– Reading
– Math
– Spelling
– Written Language
– Summary Form for Academic Assessment
Step 3: Instructional Modification
– The Incremental Rehearsal Technique
– Cover–Copy–Compare
Step 4: Progress Monitoring
– Graphing Data
– Developing Local Norms
– Tools for Multi-Tiered Systems of Support: Data-Based Decision Making
References

Additional information